本研究旨在初探國民小學教育人員永續發展教育態度，分析其概念與實踐對背景變項的差異。研究方法為問卷調查，研究工具為自編結構式問卷。研究結果如下：(一)國民小學教育人員永續發展教育態度整體而言良好；(二)教育人員永續發展教育態度對學歷、主要職務、學校規模、環教人員認證等四變項具明顯差異，其餘性別、族群、年齡、服務年資和服務地區等五變項無明顯差異；(三)具碩士學歷之教育人員永續發展教育態度在概念上明顯優於學士學歷者，具碩士學歷者在實踐上特別明顯優於學士學歷者；(四)具環教人員認證通過之教育人員永續發展教育態度在概念上明顯優於未具認證通過者，具環教人員認證通過者在實踐上特別明顯優於未具認證通過者；(五)國小校長永續發展教育態度在實踐上高於其他職務。

The aim of this study is to explore the attitude of education for sustainable development among elementary school educators, and analyze the difference and correlation between its concept and practice on background variables. The method is a questionnaire survey, and the tool is a self-compiled structured questionnaire. The results are as follows: 1. The attitude of education for sustainable development among elementary school educators is good. 2. The attitude of educators is obviously different from the four variables about academic qualification, position, school size, and environmental education personnel certification. There is no significant difference in the five variables of gender, ethnicity, age, seniority, and region. 3. The attitude concept of educators with Master academic qualification is better than those with Bachelor academic qualification. The attitude practice of educators with Master academic qualification is especially better than those with Bachelor academic qualification. 4. The attitude concept of educators with environmental education personnel certification is better than those with no certification. The attitude practice of educators with environmental education personnel certification is especially better than those with no certification. 5. The principals’ attitude of education for sustainable development is higher in practice than other positions.